Definition of Jigsaw Jigsaw Technique

2. Procedure of Jigsaw

In the Application Jigsaw technique students are separated from their own groups and form new groups with the other students who are responsible for preparing the same subjects. These groups, called “groups of experts” try to make other students understand the subject; they make plans about how they can teach the subject to their friends, and prepare a report. Afterwards, they turn to their own groups and teach their subjects to them with the help of the reports they have prepared. In the last stage, stage of completing, teachers can perform some activities with individuals, small groups or the whole class in order to unify students’ learning. For instance, shehe can make one of the home groups or individual students make presentations in the classroom on their subjects. In the evaluation stage, the study is completed by making the evaluation proposed by the cooperative learning method. 19 Furthermore in the implementation of Jigsaw Technique there are seven steps according to Jin Xiao 20 . These are seven steps in applicant of Jigsaw technique : Step 1: Choosing a passage, the teacher chose material for learning by students. Step 2: Dividing the students into jigsaw groups. In class, the teacher first divided the students into jigsaw groups since the sample passage chosen by the teacher consisted of material, but sometimes into 4- or 5 person groups depending on the material chosen for the activity. The groups would be better if diverse in terms of language proficiency, personality and gender. Then the teacher appointed one student from each group as the group leader, and each student in a jigsaw group was given an assignment sheet 19 Abdullah Sahin, Educational Research and Review : Effects of Jigsaw II Technique on Academic Achievement and Attitudes to Written Expression Course, Turkey: Ataturk University, 2010, p. 778. 20 Qiao Mengduo and Jin Xiao, Jigsaw Strategy as Cooperative Learning Technique: Focusing on the Language Learners, Chinese: Harbin Institute Technology,2010 p. 116. Step 3: Studying material. The teacher listed and explained the new and unfamiliar material for students in order to remove some of the barriers of the material and ease the flow of the jigsaw activity in the groups. Step 4: Involving the whole class in an activity for general comprehension. The teacher read and give example of material twice to the whole class so that the students could grasp the main idea of the passage. Then they asked wh-questions concerning the passage, which may help the students organize their thoughts for better preparation. Step 5: Forming “expert groups”. The teacher asked the students to move to the “expert groups”, each of which was dealing with one paragraph of the reading passage. Again, the teacher \ appointed one student from each “expert group” as the group leader, and the leader organized the group to discuss the assigned paragraph, including summarizing the main idea and comprehension of all sentences. By means of a variety of practices, such as listening, reading, repeating, asking answering, reciting, and retelling, every student was supposed to gain a through understanding of the paragraph. At last, each of the group members was asked to retell the paragraph in front of the rest of the group. The reteller may receive hints from the others if he or she paused for help, but no correction was permitted before the retelling was finished. Step 6: Students returning to their jigsaw groups. Since each member of the “expert group” might now have become an “expert” on the assigned paragraph, the researchers asked all the students to return to their original jigsaw groups. Now each student in a jigsaw group had unique information, so the members of each jigsaw group had to teach each other their assigned paragraphs respectively. This was where the jigsaw merged into the final cohesive whole. It was carried out in the following four steps: Step 7: Writing a summary. The researchers required all the students to conduct creative writing about the passage they had just learned in order to check their understanding of the whole passage.

3. The Advantages of Jigsaw

There are several advantages of jigsaw technique in teaching and learning the class. First, Teacher is not to be as the center of knowledge anymore because the knowledge center could be among the students. It happened because in jigsaw technique a workship is built on students in the class by using discussion and communication to each others. Second in jigsaw technique, it accostums every student to be an active participant in the learning process and help to build inter- personal and communicative skills among students. Creating groups among students give positive effect beside communication and interaction in the class, that are responsibility and workship among students. The existance of expert group on jigsaw technique make every participant must have a knowledge to share by communication and to be dominating with their argument. This technique provide the domination of students to be the important thing, because the students will be more active to share their knowledge. 21 The domination of teacher in the class is not appropriate to teach speaking English, because of that the jigsaw technique provides a new habit in teaching speaking in the class. Based on explaination above, it can be concluded that Jigsaw technique builds interpersonal and interactive skills as main purpose of this cooperative teaching method. This technique was made to take part from teacher ’s teaching to focus on social interaction and communication among students until gives positive effect on speaking ability of students.

4. Disadvantages of Jigsaw Technique

Many researchers demonstrate numerous advantages of Jigsaw technique; this does not mean that implementing Jigsaw is problem free. The problems are considered as the disadvantages for carrying out the technique. Jigsaw technique can be some obstacles when using it. One common problem is a dominant students. According to Aronson, there are several disadvantages of using Jigsaw technique. First is the problem of the slow student. The slow student need more time than others to understand and absorb the information. Second is the problem 21 E Slavin, op .cit., p. 17. may be dominated by smart students, not everyone has an equal voice in a group. One person may dominate the group while others feel left out. Some students do not trust the abilities of others in the group which results tension and refusal to cooperate. Third is the problem of students are becoming bored. 22 It usually happens to many students in jigsaw situation. They become impatient, bored, or resentful of the slower students. Moreover, because their ability to ctach information are so quick, some students tend to be among the most easily bored if the activities are moving too slowly for them. The last problem of the jigsaw classroom is noisy. The students are scattered around the room. Everybody is talking at the same time. A non-jigsaw teacher might be thought that the jigsaw teacher must be an undisciplined person, unskilled, and ineffective for overcoming such as how students learn in such noisy atmosphere. All the problems above do occur in implementing the Jigsaw technique if the jigsaw teacher who is not creative enough to tackle and handle the problems. There are several tactics a teacher can do to solve the problems. For example, the teacher involves the students in the expert group. This is one of the strategies for helping some students. In this way, poorer students are helped by their peers who have the same topic. Meanwhile the others students eliminate their boredom by teaching others. By developing activity in a class some students can turn into exciting challenge otherwise slower students are faced experience by this activity for solving problem. In addition, to reduce the noisy class, the jigsaw teacher should maximally acts as a facilitator, moves around the class, from Jigsaw group to Jigsaw group, listening, observing, and keeping alert for many problems arise.

C. Teaching Speaking Using Jigsaw Technique

First activity that writer will be held is the teacher helps the student in building their background knowledge about the will be learned. Such as shows some text, the title of the text and asks some questions. 22 E Slavin, op .cit. , p. 19.